The Encouragement of Collegial Cooperation in University Teacher Training

A Training Program for Collegial Teacher Cooperation

Abstract

In many German schools, lesson-related teacher collaboration is still rarely implemented, despite the relevance that has been repeatedly emphasized in empirical research. At the same time, there is an increasing demand to address collegial working methods in teacher education programs. Prospective teachers should be sensitized to the topic and learn cooperative working methods. In the context of the nationwide research project Qualitätsoffensive Lehrerbildung, a new teaching concept for collegial cooperation in teaching profession was developed at the University of Münster. This training program includes both a theoretical-conceptual discussion of the topic and encouraging student collaboration in professional learning communities (= principle of the “pedagogical double-decker”). The aim of the teaching concept is to generate awareness among prospective teachers for cooperative working methods in schools and to enable the training of specific cooperation concepts. In the evaluation of the learning course, a mixed-methods-design is used, which includes a) a standardized questionnaire, b) focus group discussions, and c) student reflection reports. The quantitative data analyses focus on descriptive evaluation; for the interpretation of the qualitative data, Mayring’s qualitative content analysis is used. The analyses make clear that the teaching concept is generally well received by the students and is seen as profitable for future school practice. Moreover, the use of the pedagogical double-decker showed the desired effect on the students. Overall, the main aims of the course could be achieved, so the teaching concept can be seen as a successful intervention in university teacher training.